Evaluating retrieval practice in a MOOC

Abstract

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Scaling Effective Learning Strategies: Retrieval Practice and Long-Term Knowledge Retention in MOOCs

“…We evaluated an Adaptive Retrieval Practice System (ARPS) to address the emerging issue of supporting learning strategies at large scale and to bridge retrieval practice theory into the digital learning space. As was the case with most MOOC studies in the past (Rosen et al, 2017;van der Zee et al, 2018;Davis, Chen, van der Zee et al, 2016;Davis et al, 2017;Kizilcec, Saltarelli et al, 2017;Yeomans & Reich, 2017;Gamage et al, 2017), we found noncompliance to be a major limitation in our evaluation of the system and its effectiveness. Many learners did not engage with the intervention, which limits our ability to draw causal inferences about the effect of retrieval practice on learner achievement and engagement in the course.…”

“…In contrast to previous interventions in MOOCs (Rosen et al, 2017;van der Zee et al, 2018;Davis, Chen, van der Zee, Hauff, & Houben, 2016;Davis et al, 2017;Kizilcec, Saltarelli, Reich, & Cohen, 2017;Yeomans & Reich, 2017;Gamage et al, 2017), we push questions to learners instead of requiring the learner to seek the questions out (e.g., by pressing a button). We adopted this design in order to allow learners to readily engage with the intervention with minimal interruption to the course experience.…”

Do Individual Differences in Cognition and Personality Predict Retrieval Practice Activities on MOOCs?

“…Along with the increased popularity in e-learning, several MOOC platforms have also started to apply features on their platforms with the purpose to boost learning outcomes. One such feature pertains to the opportunity to quiz oneself on the learned materials ( van der Zee et al, 2018 ). A large body of evidence in experimental settings shows that self-testing of the to-be-learned material, typically denoted as retrieval practice , increase students’ long-term retention and transfer of knowledge to new situations ( Roediger and Karpicke, 2006 ; Butler, 2010 ; Weinstein et al, 2010 ; Agarwal et al, 2012 ).…”

“…Thus, retrieval practice is relatively well-established and that the act of retrieving memory from information seems to strengthen memory and to reduce forgetting ( Kornell et al, 2011 ; Rowland, 2014 ). The features of self-testing with feedback appears to be a very promising study technique, especially for MOOCs, as the content, typically is directed to lifelong learning ( van der Zee et al, 2018 ). In this vein, the present study set out to test how individual differences in cognition and personality is associated with retrieval practice activities on a MOOC platform targeted for university students, providing new insights to the body of research within teaching and learning across different environments in the digital age (explicit link to the special issue: https://www.frontiersin.org/research-topics/12111/assessing-information-processing-and-online-reasoning-as-a-prerequisite-for-learning-in-higher-educ ).…”

“…Retrieval practice is typically implemented in various formats on MOOCs using quizzing with and without the support of images and video clips, utilizing different response formats such as multiple-choice and short and open-answer responses for boosting learning outcomes ( van der Zee et al, 2018 ). Such quizzing features are often optionally implemented, that is, students can complete quizzes as an additional support for their learning.…”